Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

Abstract

KeywordsThis study aimed to examine how a collaborative mentoring model (CMM), incorporating dyadic and tripartite conferences, influenced the mentees' and school mentors' professional development in a practicum in a teacher education program. A qualitative-evaluative case study was adopted to gather in-depth data for the comprehensive examination of the contributions of the model on the participants' growth. A strategy of data and methodological triangulation was employed through semistructured interviews, autobiographies and reflective journals to better understand the phenomenon under investigation and contribute to the trustworthiness of the study. Multiple data were analyzed through content analysis, putting emphasis on creating predetermined categories so as to promote the feasibility of the replication of the study. The findings triangulated revealed that participants found mentoring influential on the development of their personal and professional skills. The findings also displayed certain instructional and programmatic implications critical to be considered for the improvement of the mentoring process.Collaborative mentoring Teacher education programProfessional development Dyadic and tripartite conferencesArticle Info

Supervision Models and Supervisory Feedback in English Language Teacher Education: A Meta-Synthesis Study Adopting a Discourse Analytic Perspective

“…The findings showed that the studies mainly focused on the different supervision styles enacted in educational settings. For instance, studies explored the impact of models like collaborative mentoring model with dyadic and tripartite conferences on the professional development of mentees and school mentors (Kuter, 2016), dialogic reflection in problem-posing approach of mentoring (Mosley Wetzel et al, 2017), and a rotatory peer supervision model containing a training on constructive supervisory feedback (Amini & Gholami, 2018). The studies focused on the characteristics, roles, and significance of supervisors (Barahona, 2019;Barnawi, 2016), and the factors impeding successful mentoring practices (Kourieos, 2019).…”

“…The reviewed studies employed a number of research designs and data collection tools. Case study methodology was employed in sixteen out of fifty-three studies with a total of 231 participants consisting of supervisors (n=64), pre-service teachers (PSTs) (n=151) and inservice teachers (ISTs) (n=16) (e.g., Akcan & Tatar, 2010; Barnawi, 2016;Chen & Cheng, 2013;Kuter, 2016;Lin et al, 2019;Mosley Wetzel et al, 2017;Nguyen & Parr, 2018;Ong'ondo & Borg, 2011;Smith & Lewis, 2015;Yamamura & Okazaki, 2019). Fifteen studies utilized a discourse analytic perspective consisting of a linguistic ethnographic analysis (e.g., Copland, 2011;2012;Donaghue, 2018;2020a;2020b;2020c), discourse analysis (e.g., Le & Vasquez, 2011;Mena et al, 2015;Mosley Wetzel et al, 2017), conversation analysis (e.g., Lewis & Wagner, 2023a;2023b;Wagner & Lewis, 2021), and a micro genetic analysis (e.g., Yoon & Kim, 2019).…”

Mentoring-Based Learning Culture at Schools: Learning from School Administrator Mentoring

“…Formal collaboration/cooperation opportunities in effective schools with an influential learning culture are primarily created by administrators (Tichnor Wagner et al, 2016). According to Kuter (2016), cooperative mentoring is an important role of school mentors in the development of personal and professional skills of adults. On the other hand, it is important to make mentoring an integral part of basic career development, as principal preparation programs cannot provide effective content on how to deal with the challenges of the profession Parylo, Zepeda, & Bengtson, 2012;Searby, 2010).…”

“…Time constrain is one of the most frequently mentioned problems in the literature during the mentoring process (Aguilar Goxiola, 1984;Naillioğlu Kaymak, 2017;Noe, 1988;Tahir et al, 2016). Similarly, according to Kuter (2016), the excessive workload of teaching affects the quality of mentoring support and slows down the mentoring process.…”

Untitled

“…Time constrain is one of the most frequently mentioned problems in the literature during the mentoring process(Aguilar Goxiola, 1984; Naillioğlu Kaymak, 2017; Noe, 1988;Tahir et al, 2016). Similarly, according toKuter (2016), the excessive workload of teaching affects the quality of mentoring support and slows down the mentoring process. In this study, various strengths and weaknesses of school administrators in creating an effective learning culture and mentoring process has been stated with the views on self-assessment of mentoring.…”